Session+13+ISA+14

(see the list of all sessions at http://isarc10internetforum.wikispaces.com/ISA+2014 ) Title:

but this page is reserved for all members and friends of ISA RC10 interested in this theme
Session Organizer Demosthenis DASKALAKIS Kapodistrian University of Athens Greece **Email:** ddaskal@primedu.uoa.gr -- Will not be published Format: Oral Is this an invited session?: N Language: English Research Committee: RC10 Participation, Organizational Democracy and Self-Management (host committee)

Abstract id# 46126 - - paper transferred to Session 9: Cooperation, participation and democracy, Wednesday, July 16, 2014: 10:30 AM - 12:20 PM, Yokohama, Booth 65

The Promotion of Agency in a Conflict-Affected Context. the Social Participation of Children and Adolescents in the West Bank
 * Vittorio IERVESE**, Department of Studies on Language and Culture, University of Modena and Reggio Emilia, Modena, Italy

Abstract Text: One of the most challenging narratives in the past few years (and probably one of the most stimulating for the future) has been the importance of children’s active participation not only in terms of having the right to say, but of the right to choose among alternatives in communication systems, i.e. in terms of practicing agency rather than simply having voice. Supporting and improving children’s capabilities means promoting children’s participation beyond their right to speak and to be heard, to a wider concept of active citizenship, which means contribution to the structuring of social systems. In this approach, therefore, children’s capabilities assume the social form of children’s agency. In other words, the idea of agency emphasizes that children can condition the actions of their interlocutors in communication with them, above all in interactions and can, in this way, transform the social structures. This presentation tries to examine how children's agency and participation can be promoted in a conflict-affected context. With this aim the chapter conducts an evaluative analysis of a project of international cooperation developed by Oxfam Italy and the Palestinian NGO Dci/Ps which is aimed to promote social participation and to raise children’s rights awareness among Palestinian children and adolescents. The analysis is conducted by drawing on theoretical and methodological concepts from recent literature on social participation, sociology of childhood and Sen’s capability approach, and looking at 1. the structures that promote agency in communication processes, 2. the ways in which agency modifies the structures of communication processes. The analysis of videorecorded data permitted some conclusions about social conversion processes and factors of agency, which allow social change. Our datas show that social change can be enhanced through children and adults’ turns, but it is determined only in the self-organisation of a communication system.

Abstract id# 47387 - paper transferred to Session 10 : **//__Education, Participation & Inequality__//** Wednesday, July 16, 2014: 03:30 PM - 05:20 PM, Yokohama, Booth 65

Children`s and Preschool Teacher`s Photographs of New Preschool Architecture: Issues of Participation and Interpretation
 * Kim RASMUSSEN**, Dept. of Psychology and Educational Studies, Roskilde University, Roskilde, Denmark

Abstract Text: In an ongoing project (2013-2014) about children´s and preschool teacher´s interactions with and experiences of new architecture/physical environment, young children between 2-5 years and their preschool teachers has photographed the physical and social environment. A numbers of photo-elicitated interviews with the preschool teachers had been held over the summer too. These actions have created increased awareness of the relationship between the physical and social environment and generated a lot of communication and interpretations among all involved. The project continues during the wintertime. The aim of the project, (inspired from action research, new childhood sociology, phenomenology) is to create knowledge (on basis of experiences, narratives, observations/field notes, photos/visual knowledge) about the preschool environment, which might qualify the discourse of kindergartens and the new architecture. The architecture in new childcare-institutions breaks on several points with the former idea of "kindergarten" (small environments with an emphasis on domesticity, development and play). The new preschools in Denmark are bulky, contains many children (some more than 200 children), and are highly transparent (widespread use of glass in both interior and exterior walls). The new architecture is based on (neoliberal) ideas of flexibility and puts the emphasis on early childhood learning. But one thing is the ideas of politicians, architects and builders, another is how the buildings are "lived" and coded/decoded (Bernstein) and experienced by the participants. The paper and presentation will focus on issues of interpretation visual data and dilemmas experienced during the process of cooperation with the preschool teachers and children. A key issue is the asymmetry between children and adults: preschool teachers play a key role in the interpretation of children's photos, while it is difficult to invite and involve children (2-5 years) to interpret their own photos and words. Abstract id# 51129 Paper withdrawn Children and Politics: Class, Gender and Age Disparities
 * Children's and preschool teacher´s photographs and experiences of new preschool architecture**
 * Kim Rasmussen**
 * Alice SIMON**, Political Science, Université Montpellier 1, Montpellier, France

Abstract id# 34883 Paper withdrawn Effectiveness Of Family-Centered Participatory Approaches
 * Elisabetta CARRÀ**, Family Studies and Research University Centre, Catholic University of Milan, Milano, Italy

Abstract Text: The idea that the production of welfare should actively involve its beneficiaries, now widespread among public officials and social workers, has led to participatory practices aimed at building social networking at different levels. The literature produced in the last few years indicates that social workers, psychologists and politicians are all converging towards this idea. Their diverse areas of expertise, however, cause them to resist the evidence that a community outlook can smooth differences and lead specialisations and techniques to merge. The present contribution is intended to offer a strong sociological argument in support of the effectiveness of participatory approaches, in particular of those centred on families. Two hypothesis are discussed. The first one is that the welfare of a community cannot be entrusted to the initiative of specially appointed operators or experts to whom citizens delegate their every decision and action: welfare can only be produced by the joint work of operators and citizens. The second one is that individuals’ welfare aspirations can more easily be pursued if the interested subjects establish trust-based cooperation networks including as many persons as possible as facilitators of one another’s life projects, beginning from family relationships. The argument is developed, according to Archer’s morphogenetic theory and Donati’s relational sociology.

Abstract Text: The notion of childhood hides a variety of experiences and realities: the study of children’s political socialisation shows that children can no more than adults be considered as a homogeneous group. Referring to a singular political socialisation of children is useful to highlight the effect of the age variable on political understanding. Yet putting the lens on children shows the existence of diverse political socialisations: cognitive and normative perceptions of politics vary according to social origin, gender, age. Moreover, the effects of these variables add to the heterogeneity of influences and experiences faced by each individual. This contribution will be based on the results of a survey by questionnaires led with children aged 8 – 10 years old in Montpellier (France). The aim of the survey was to explore the differences existing between children concerning their political knowledge and values. The survey was conveyed with the students of six classes in two socially-contrasted schools: one is located in the very centre of Montpellier in an upper-class area while the other one is located in one of the most disadvantaged suburbs of Montpellier characterised by high rates of immigration. The results show that the level of political knowledge is highly related both to the social origin of the children and to their gender. Beyond these general trends, this study shows that individual paths are very diverse and that many variables influence the answers of children to our political questions. Children face many different geographic, social, economic or cultural realities that must be taken into account when studying political socialisation. The notion of childhood must therefore be used with care if one wants to portray its complexity.